Teaching Lab All Partners Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 529 educators who completed the diagnostic survey, 161 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 74% 78% 4 79%
Recognition of race & culture 44% 49% 5 53%
Holding growth mindsets 62% 71% 9 77%
Having high expectations and beliefs 97% 95% -2 90%
Taking accountability for equitable instruction 95% 96% 1 92%
n = 529 n = 161 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 66% 66% 1 72%
Trust in fellow teachers 83% 78% -5 76%
Connectedness to fellow teachers 76% 75% -1 90%
Have influence over professional learning 36% 37% 1 52%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 67% 75% 8 72%
n = 424 n = 137 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 59% 64% 6 74%
ELA instructional shifts 51% 58% 7 76%
Fluency 52% 54% 1 50%
Text complexity 58% 72% 14 86%
Close reading 67% 69% 3 76%
Building knowledge 53% 59% 7 75%
Supporting students with unfinished learning 67% 71% 4 82%
n = 394 n = 91 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 60% 67% 7 66%
Math instructional shifts 53% 57% 5 59%
Equitable Math Instruction 72% 81% 9 76%
Supporting students with unfinished learning 64% 75% 11 75%
Effective Teaching Practices 55% 60% 5 58%
n = 125 n = 69 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
When observing teachers, I focus on… 91% 83% -7 75%
Whether the lesson is focused on a high-quality text or task 89% 83% -6 75%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 89% 79% -10 75%
Whether all students have opportunities to engage in the work of the lesson 94% 88% -6 75%
n = 105 n = 24 n = 5

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 88% 42%
The questions and tasks address the analytical thinking required by the grade-level standards 67% 17%
All students have opportunities to engage in the work of the lesson 67% 29%

1 n = 24

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 12

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"The outline and course assignments gave me time to complete
them on time."

"I feel like the session overall went well. The balance
between synchronous and asynchronous activities was
perfect and the breakout rooms were used effectively and
efficiently. I appreciated the structure of the participant
notebook. It was nice to have that note-taking document
that was aligned to the presentation/activities we were
completing."

"The collaboration within this group is one of the things
I find most beneficial. Learning and listening to others,
sharing struggles/successes, etc."

"I appreciate the conversations and planning time with my
team and with others. It allows me to continue to push my
thinking."

"Getting to dive deeper into the different aspects of rigor."

"Introduction of IPG and providing appropriate time to learn
and calibrate the tool"

"Learning how IM was built and how to effectively use IM"

"The discussions and interactions with the facilitators and
participants were a highlight."

"I liked the independent time to try the protocols in our
classrooms."

"I really liked the host. She is very knowledgeable and
helpful."

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"Nothing- other than face to face when it is feasible."

"Wish we had posters to work together and share our findings."

"Today didn't feel as rushed as previous days. Thank you for
taking our feedback and making adjustments."

"Clear directions with dates and specific quidelines. I was
confused about what we are uploading into schoology."

"To have another virtual on guided books. It’s very
informative!"

"BO rooms seem to consistently have the same people in them
across MCL sessions. I wonder if Zoom has an algorithm for
randomness based on people's names? I'd like to get to talk
with some different coaching colleagues."

"More time to process and plan with school level leaders"

"Taking a minute at the beginning to allow participants to
get better oriented to materials (possibly discussing how
to navigate the virtual world of this PD--have several tabs,
side-by-side Zoom and packet, etc."

"More time to implement instead of some of the busy work"

"My group members were not engaged most of the time- for the
experiential"

Additional Comments
Quotes from "Do you have additional comments?"

"Thank you for the energy you bring to the sessions!"

"Thanks for all the extra work on differentiating for today's
experience!"

"I enjoyed it and I think our teachers need more of it"

"Great presentation and the presenter has personality!"

"Can we get a specific list in Schoology (with links) of the
documents that we should be including in our portfolio?"

"We had a third facilitator = Zoe Rind and she was fantastic
as well. This form didn't give an option to list the 3rd
person."

"I would like to participate in future sessions with EL."

"Appreciate the motivation and positive push forward."

"I appreciate everything that you a doing to help us do our
job effectively with teachers."

"Will like to continue with the boot-camp in future."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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